Emergent Literacy

     
                                                                                                                                                                                                                    

Hair Spray with S 

Emergent Literacy Design

By: Mayce Bishop

Rationale: This lesson will help children identify /s/, the phoneme represented by S.  Students will learn to recognize /s/ in spoken words by learning a meaningful representation (hair spray) and the letter symbol, practice finding /s/ in words, and apply phoneme awareness with /s/ in phonetic cue reading by distinguishing rhyming words from beginning letters. 

Materials: Primary paper and pencil; chart with “Sam said he was sorry he put salt in Sally's sandwich.”; drawing paper and crayons; Dr. Seuss’s ABC By: Dr. Seuss (Random House, 1963); word cards with SEE, SIT, SEED, SUN, HAY, and RING; assessment worksheet identifying pictures with /s/ (URL below)

Procedures: 1. Say: Our written language is a secret code. The tricky part is learning what letters stand for- the mouth moves we make as we say words. Today we’re going to work on spotting the mouth move /s/. We spell /s/ with the letter S. /s/ sounds like hair spray.

2. Lets pretend to spray hair spray, /s/, /s/, /s/. [Pantomime spraying hair spray] Notice where how your mouth is? (Locating slightly open jaw). We say /s/, we blow air between our teeth. 

3. Let me know you how to find /s/ in the word fast. I am going to stretch fast out in super slow motion and listen for my hair spray. Fffa-s-s-s-t. Slower: Fffaaa-s-s-s-t There it was! I felt the air blow through the small gap between my upper and lower teeth. I can feel the hair spray/s/ in fast.

4. Let’s try a tongue twister [on chart]. “Sam said he was sorry he put salt in Sally’s sandwich.” Everyone say it three times together. Now say it again, and this time, stretch the /s/ at the beginning of the words. “Sssam sssaid he was sssorry he put sssalt in Sssally’s sssandwich.’’ Try it again, and this time break it off the word:
/s/ am /s/ aid he was /s/orry he put /s/alt in /S/ally’s /s/andwich. 

 5. [Have students take out primary paper and pencil]. We use letter S to spell /s/.  S looks like a snake. Lets write the lowercase letter s. Start on the fence and make a smaller c connected to a smaller backwards c. I want to see everybody’s s. After I put a smile on it, I want you to make nine more just like it. 

6. Call on students to answer and tell how they new: Do you hear /s/ in glad or sad? Pass or run? Sling or jump? Stiff or drop? Toe or soft?  Say: Let’s see if you can spot the mouth move /s/ in some words. Spray the hair spray if you hear /s/ : The, sad, soft, bug, swam, sideways, to, the, red, sidewalk. 

7. Say: “Let’s look at an alphabet book. Dr. Seuss tells us about about a boy with a silly name that starts with S and drinks so much soda he gets sick. Can you guess?” Read page 45, draw out /s/. Ask children if they can think of other words with /s/. Ask them to make up a silly name like Sssissy-sesser-sess. Then have each student write their silly name with inventive spelling and draw a picture of their silly creature. Display their work. 

8. Show SAY and model how to decide if its say or hay: The S tells me to spray my hair spray, /s/, so the word is sss-ay, say. You try some: SEE: see or fee? SIT: sit or fit? SEED: seed or feed? SUN: sun or bun? HAY: hay or say? RING: ring or sing?

9. For assessment, distribute the worksheet. Students are to complete the partial spellings and color the pictures that begin with S> Call students individually to read the phonetic cue words from step #8. 

Reference: Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology. 82, 805-812 

Assessment worksheet: http://www.kidzone.ws/kindergarten/s-begins2.htm

Hair Spray Picture URL: http://cliparts101.com/free_clipart/43102/Aerosol_Hairspray__Cartoon
 


Dr. Seuss' ABC Book By: Dr. Seuss 




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